A STUDY INTO THE NEGATIVE INFLUENCE OF INFORMATION TECHNOLOGY ON CHILD EDUCATION
1.0 INTRODUCTION
The years before a child reaches kindergarten are among the most critical in his or her life to Influence learning (ED.gov, 2010); and this becomes a challenge
and commitments to the parents, teachers, community and government, to ensure that these young children receive appropriate training in their early stages
of life. Early childhood education programmes are highly recognized and promoted in developed societies to give children the opportunity to learn
phenomenal amount of experiences at home and surrounding environments. Heward (2009) explained in this scenario that children grow and develop in
orderly ways, learning to move about their world, communicate, and play. As their ability to manipulate their environment increases, so does their level of independence.
Nigeria is currently facing a challenging time in providing g her young citizens’ quality education. Some important issues facing Nigeria’s policy makers
include ineffective planning and implementation of programmes, accountability, and management of scarce resources, shortage of highly qualified early
childhood teachers, undefined curriculum and inclusion. In agreement with the above, Mindes (2007) added that early childhood educators’ challenges are
enormous and they include parent partnership, respect for cultural diversity, appropriate early intervention assessment, and linking curriculum and assessment practices appropriately.
2.2 DEFINITIONÂ OF CHILDHOOD
In discussing anything about childhood education, it is necessary to first identify a child. That is, who is a child? If we are able to do this, then it will not be difficult for us to classify children into early, middle or later childhood.
